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Cambridge AICE History I Spring 2017 Syllabus Class Website: trotteraice.

Mr. Trotter – John Overton High School Email: James.trotter@

“Be kind. Be respectful. Be honest”

PURPOSE

AICE History is a chronological and thematic study of American history from the 1840s through the 1930s. It focuses not on simple factual recall, but on historical skills and processes, essay writing, and document analysis.

This is not easy. Many students will find the class to be challenging and demanding. However, by taking on this challenge and persevering through it, my expectation is that you will become a stronger student and be better prepared for life-long learning.

WHAT TO EXPECT

I expect you to work hard and to think! I expect you to seriously approach the subject matter. I expect you to participate with maximum effort. You will be asked to process and interpret much more information than you may have been exposed to in previous classes. This is not easy. It is my goal that you will be challenged by this course and, subsequently, grow to be a better reader, writer and thinker along the way.

HOMEFUN, ASSIGNMENTS, RE-TAKES & GRADING

Homefun consists almost exclusively of reading assignments, with an occasional outside essay or test preparation activity. Frequent reading quizzes will be given to reinforce this. Most quizzes are formative tasks which provide feedback as to how the student is progressing in mastery of the unit objectives. Much like practice for a sports team or for performing arts, they do not count for the final score, but they are essential to the learning process. Formative tasks are predictors of success on summative tasks.

Mid-Unit quizzes, End-of-Unit assessments, and special projects are summative. These cover a large volume of material. There will be a limited number of summative grades per grading period. This means that each grade has a significant impact on the semester grade. Summative tasks will count 90% of the nine-week grade. Students need to be aware of this and responsibly prepare for each assignment.

There will be opportunities to re-take summative tasks in order to reach mastery. Generally, retakes of summative tasks must be completed within one week of grades being posted in Infinite Campus. Retakes can usually be done during lunch or after school from 2:10-3:00. It is the student’s responsibility to schedule a time for retakes with the teacher. Specific instructions for retakes of each summative task will be posted on the class website – .

Summative tasks will be graded using Cambridge rubrics. Five points will be added to each nine-week grade for Cambridge credit.

CLASS POLICIES

Be kind. Be respectful. Be honest. Be on time, and be prepared to work. We have to cover a great volume of material in a limited time. Every bit of class that you miss puts you at a disadvantage. Due to the volume of material we have to cover and the limited amount of class time that we have, I cannot allow distractions to disrupt class activities. Side conversations & disruptive behavior will not be tolerated. Be aware that I will confiscate cell phones, food, or anything that causes disruptions in class.

Technology Policy: Cell phones can be great resources for learning when used appropriately. However, they are great distractions when used inappropriately. Use your technology for good, or it will likely be confiscated.

Academic Integrity: Academic honesty and integrity are essential to what we do. Students are expected to follow academic honesty guidelines and policies. Violations of academic integrity may result in academic penalties, phone calls to parents, office referrals, and potential ejection from the Cambridge program.

AICE History Course Content and Pacing – SPRING 2016

Paper 2 – The History of the USA, 1840–1941 – 60% of AICE History Exam – Choose two 2-part questions – 90 minutes

Unit 2: Civil War and Reconstruction, 1861–1877

Why did the Civil War last for four years?

• The military strategies of the two sides

• The leadership of the two sides

• The political aims of the two sides

• The resources available to the two sides

How great was the immediate impact of the Civil War?

• Limitations on civil liberties during the war

• The Emancipation Proclamation, 1863

• Life in the Confederate States

• Democratic politics; North and South

What were the aims and outcomes of Reconstruction?

• Presidential Reconstruction

• Radical Reconstruction

• Constitutional Amendments 13th, 14th and 15th

• The changing practice of Reconstruction

How successful was Reconstruction?

• The changing position of ex-slaves

• The responses of the White South

• The Compromise of 1877

Unit 3: The Gilded Age and the Progressive Era, from the 1870s to the 1920s

Why were the 1870s and 1880s decades of rapid industrialisation?

• The growth of trusts and corporations – Carnegie, Rockefeller, Vanderbilt

• Technological innovations

• The growth of the railways

• Trade policies, e.g. tariffs

How great were the economic and social consequences of rapid industrialisation in the late nineteenth century?

• New immigration

• Economic growth and recessions

• The realities of urbanization – life in the cities

• The farming crisis

What were the main aims of the Progressive Movement in the 1890s and 1900s?

• Limits on party machines and bosses

• Prohibition

• Female emancipation

• Regulation of private corporations

How successful was the Progressive Movement?

• The career of Theodore Roosevelt

• Constitutional reforms – 16th, 17th, 18th, 19th Amendments

• The presidency of Woodrow Wilson

Unit 4: The Great Crash, the Great Depression and the New Deal, from the 1920s to 1941

How great was the impact of the Great Crash and the Great Depression on the USA?

• Economic developments in the 1930s

• Developments in US society

• Political change in the 1930s - Realignment and rise of the New Deal coalition of Democrats

• The USA in the 1920s

How effective were the strategies used by Presidents Hoover and Roosevelt to deal with the domestic problems facing the USA in the 1930s?

• The economic and social policies of Herbert Hoover

• The 100 Days and the First New Deal

• The Second New Deal

• Franklin Roosevelt’s political strategies

How effective was the opposition to the New Deal?

• Opposition from the liberal left

• Opposition from the conservative right

• Opposition from the Supreme Court

Based on his leadership of the USA in the 1930s, how far does Franklin Roosevelt deserve his reputation as one of the great US presidents?

• The case for: durable change

• The case against: limited economic impact, challenge to US values

• The historical debate

James.trotter@ Spring 2017 Calendar

|Jan. 2 |3 |4 |5 |6 |

| |Planning Day |In-service Day |Unit 2 Intro | |

| | | |Resources & Strategy | |

|9 |10 |11 |12 |13 |

|Leadership & Political aims| |Life during the War: | |Emancipation Proclamation |

| | |Civil Liberties | | |

|16 |17 |18 Life & Politics: |19 |20 |

|MLK Day Holiday | |North & South | |Reconstruction Goals & |

| | |Mid-Unit 2 Quiz | |Dilemmas |

|23 |24 |25 |26 |27 |

| |Reconstruction: Phases | |Reconstruction & | |

| | | |Constitutional Change | |

|30 |31 |Feb. 1 Compromise of 1877 |2 |3 |

|Ex-slaves & The White South| |& Evaluating Reconstruction| |Unit 2 Assessment |

| | | |*After School Review | |

|6 |7 Unit 3 Intro: |8 |9 Industrialization, |10 |

| |Industrialization, | |Innovation, Growth & | |

| |Innovation & Growth | |Tariffs | |

|13 |14 |15 Immigration, |16 |17 |

|Immigration, Growth & | |Urbanization & City Life | |Farming Crisis & Populists |

|Recession | | | |Mid-Unit 3 Quiz |

|20* |21 |22 |23 |24 |

|PD Day | |Progressives & Political | |Progressives, Prohibition, |

| | |Reform | |and Women’s Rights |

|27 |28 |March 1 |2 |3 |

| |Progressives & Business | |Progressive Presidents | |

| |Reform | | |*After School Review |

|6 |7 |8 |9 |10 |

|Progressives & | |Unit 3 Assessment | |Unit 4 Intro |

|Constitutional Change | | | |Boom to Bust |

|13 |14 Crash & Depression: |15 |16* |17* |

| |Economic & Social Change | |Intercession |Intercession |

|20 Spring Break |21 Spring Break |22 Spring Break |23 Spring Break | 24 Spring Break |

|27 |28 Great Depression: |29 |30 Election of 1932 - |31 |

|Planning |Political Change – Election | |Hoover vs. FDR & The New | |

| |of 1932 | |Deal | |

|April 3 |4 |5 2nd New Deal; FDR & |6 |7 |

|The New Deal |**After School Review Paper |Political Strategy | |Opposition to the New Deal:|

|Mid-Unit 4 Quiz |1 | | |Left & Right |

|10 |11 Opposition to the New |12 |13 |14 |

| |Deal: FDR & The Supreme |**After School Review Paper|Evaluating FDR & The New |Spring Holiday |

| |Court |1 |Deal | |

|17 |18 |19 |20 |21 |

| |Evaluating FDR & The New |ACT Day |Unit 4 Assessment | |

| |Deal |*After School Review | | |

|24 |25 |26 |27 |28 |

|Paper 1 Review | |Paper 1 Review | |Paper 1 Review |

|AICE Marine Science |AICE Marine Science | | | |

|May 1 AICE History Paper 1|2 |3 |4 |5 |

|General Paper |Paper 2 Review |AICE Math |Paper 2 Review |AICE Thinking Skills |

| | | | |AICE Lang |

|8 AICE History Paper 2 |9 |10 |11 |12 |

|AICE Lang |AICE Psychology | |AICE GPR |AICE Lit |

|15 |16 AICE Psychology |17 |18 AICE Math |19 AICE Lit |

|22 Exams |23 Exams |24 Exams |Exams |26 AICE Thinking Skills |

|29 |30 AICE Environmental |31 AICE Environmental |June 1 |2 |

| | |AICE Music | | |

Tips for Succeeding in AICE History

✓ Actively participate in class – put down your phone & avoid side conversations.

✓ Take notes on everything we read and/or discuss.

✓ Keep your notes, articles, and handouts organized in one binder.

✓ Check the class website for each class, and do the assigned readings.

✓ Use your major themes sheet as a guide and a checklist on what to study and how the readings fit into what we are doing in class.

✓ Look back over your notes in the afternoon when you get home. This refreshes your memory, and gives you a chance to go back over anything you didn’t understand or need to ask about next class.

✓ Use a study partner or group to hold each other accountable, to answer each other’s questions, and to get anything you miss when you are absent.

✓ Eat hot chicken. It will change your life.

If you do these things, you are more likely to perform up to your ability level. I think you can get an A. I want you to succeed!!! This takes effort on your part!!!

WHY ARE WE DOING THIS?

➢ To pass the test.

➢ To graduate from high school.

➢ To pass the Cambridge History exam & earn college credit.

➢ To prepare for college.

➢ To impress college admissions officers.

➢ To earn the AICE Diploma.

➢ To effectively communicate & evaluate arguments.

➢ To understand and utilize historical processes.

➢ To use history to evaluate the present and guide the future.

➢ To participate actively & effectively as a citizen in a democracy.

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